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Author : Jacqueline Anne Taylor
Publisher : Oxford University Press, USA
Page : 210 pages
File Size : 45,7 Mb
Release : 2015
Category : Philosophy
ISBN : 9780198729525
Offers a reconstruction of Hume's social theory and examines his moral philosophy, account of social power, and system of ethics.
Author : Joseph Jones (M.A., Incumbent of Repton, Derbyshire.)
Publisher : Unknown
Page : 196 pages
File Size : 46,9 Mb
Release : 1853
Category : Electronic
ISBN : NLS:V000708176
Author : Joseph JONES (Perpetual Curate of Repton.)
Publisher : Unknown
Page : 196 pages
File Size : 47,7 Mb
Release : 1853
Category : Electronic
ISBN : BL:A0020794930
Author : Anonim
Publisher : Unknown
Page : 12 pages
File Size : 41,9 Mb
Release : 1826
Category : Electronic
ISBN : BSB:BSB10777560
Author : Elizabeth Helme
Publisher : Unknown
Page : 238 pages
File Size : 40,7 Mb
Release : 1809
Category : Electronic
ISBN : OXFORD:600079057
Author : J. Dodd
Publisher : Springer Science & Business Media
Page : 268 pages
File Size : 42,6 Mb
Release : 2004-07
Category : Philosophy
ISBN : 1402021747
James Dodd pursues an interpretation of Husserl's text that emphasizes the importance of the problem of the origin of philosophy, as well as advances the thesis that, for Husserl, the "crisis of reason" is not contingent historical event, but a permanent feature of a life in reason generally."--BOOK JACKET.
Author : Walter Pape,Frederick Burwick
Publisher : Walter de Gruyter
Page : 377 pages
File Size : 51,6 Mb
Release : 2011-10-13
Category : Literary Criticism
ISBN : 9783110889444
Author : T. Parent
Publisher : Routledge
Page : 285 pages
File Size : 53,6 Mb
Release : 2016-12-01
Category : Philosophy
ISBN : 9781317210955
This volume attempts to solve a grave problem about critical self-reflection. The worry is that we critical thinkers are all in "epistemic bad faith" in light of what psychology tells us. After all, the research shows not merely that we are bad at detecting "ego-threatening" thoughts à la Freud. It also indicates that we are ignorant of even our ordinary thoughts—e.g., reasons for our moral judgments of others (Haidt 2001), and even mundane reasons for buying one pair of stockings over another! (Nisbett & Wilson 1977) However, reflection on one’s thoughts requires knowing what those thoughts are in the first place. So if ignorance is the norm, why attempt self-reflection? The activity would just display naivety about psychology. Yet while respecting all the data, this book argues that, remarkably, we are sometimes infallible in our self-discerning judgments. Even so, infallibility does not imply indubitability, and there is no Cartesian ambition to provide a "foundation" for empirical knowledge. The point is rather to explain how self-reflection as a rational activity is possible.
Author : Jenny France,Sarah Kramer
Publisher : Jessica Kingsley Publishers
Page : 464 pages
File Size : 44,9 Mb
Release : 2001-01-15
Category : Psychology
ISBN : 9781846422737
Communication and Mental Illness is a comprehensive and practical textbook written by a multidisciplinary group of experts in the field of mental health which will be of interest to all those interested in improving their understanding of individuals with mental illness. The book is divided into three parts. The first of these offers both student and experienced clinicians in the mental health field an improved theoretical knowledge of the methods of communication commonly adopted by individuals with a variety of diagnoses of mental illness. It also provides practical suggestions of how this information can improve the individual professional's management of patients. Part Two looks at how information about communication in mental illness can influence service provision, ending with suggestions for future policy and practice. Communication and Mental Illness concludes with a final part describing the state of current research into different facets of communication and mental illness, offering an insight into the variety of research methodology and points of interest to those involved in the field.
Author : Wilfried Sieg
Publisher : Springer Science & Business Media
Page : 222 pages
File Size : 43,9 Mb
Release : 2012-12-06
Category : Philosophy
ISBN : 9789400924765
In the fall of 1985 Carnegie Mellon University established a Department of Philosophy. The focus of the department is logic broadly conceived, philos ophy of science, in particular of the social sciences, and linguistics. To mark the inauguration of the department, a daylong celebration was held on April 5, 1986. This celebration consisted of two keynote addresses by Patrick Sup pes and Thomas Schwartz, seminars directed by members of the department, and a panel discussion on the computational model of mind moderated by Dana S. Scott. The various contributions, in modified and expanded form, are the core of this collection of essays, and they are, I believe, of more than parochial interest: they turn attention to substantive and reflective interdis ciplinary work. The collection is divided into three parts. The first part gives perspec tives (i) on general features of the interdisciplinary enterprise in philosophy (by Patrick Suppes, Thomas Schwartz, Herbert A. Simon, and Clark Gly mour), and (ii) on a particular topic that invites such interaction, namely computational models of the mind (with contributions by Gilbert Harman, John Haugeland, Jay McClelland, and Allen Newell). The second part con tains (mostly informal) reports on concrete research done within that enter prise; the research topics range from decision theory and the philosophy of economics through foundational problems in mathematics to issues in aes thetics and computational linguistics. The third part is a postscriptum by Isaac Levi, analyzing directions of (computational) work from his perspective.
Author : Anjoom A. Mukadam
Publisher : Logos Verlag Berlin GmbH
Page : 558 pages
File Size : 44,5 Mb
Release : 2020-05-04
Category : Education
ISBN : 9783832550899
Student Empowerment in Higher Education brings together the accumulated knowledge and experience of many accomplished teachers and students from higher education institutions around the world, and has much to offer those who are engaged in higher education, as students, teachers or support staff. The authors offer personal reflections in teaching, learning, mentoring, assessment, hands-on activities, course design and student identities in higher education across the globe, supported by academic research and scholarship. Readers are provided with a window into tried and tested empowering practices in varying contexts, enabling them to see what works and what does not, alongside the challenges and possibilities. A distinctive feature of this book, and its paramount strength, is that it explores best practices in student empowerment, whilst reflecting on matters of teaching and learning that are familiar to students and teachers alike, and also explores practices in a variety of disciplines. The intention of these volumes, therefore, is not only to inform readers about the diverse learning and teaching approaches of the authors, but, most importantly, to facilitate processes of student empowerment and promote reflection on teaching and learning practices. "In recent decades, higher education policy discourse has persistently implied that a university education is 'delivered' to students under the impersonal banner of 'the student experience'. Not only does this commodify the diverse, individual experiences of students into one marketable product, it also creates false barriers and power dynamics between students and their teachers. In Student Empowerment in Higher Education, the students and lecturers who collaborated to write this important volume have literally blown such misleading notions out of the window! I highly recommend each varied and autonomous chapter to learn what really inspires confidence and success in university students." Professor Sarah Hayes, Professor of Higher Education Policy, University of Wolverhampton "The two volumes of Student Empowerment in Higher Education offer the reader rich and varied examples and understandings of student empowerment from around the world. The authors provide reflective accounts of learning and teaching from diverse perspectives and disciplines, which focus on many different areas of practice in higher education. It is this variety that will appeal to many readers, as the source of ideas and inspiration for numerous possible routes to empowerment. With many chapters co-authored by students and staff, the book models the collective responsibility students and staff have for enhancing student empowerment." Dr. Catherine Bovill, Senior Lecturer in Student Engagement, University of Edinburgh; Fulbright Scholar, Elon University, North Carolina, USA; Visiting Fellow (Knowledge Exchange), University of Winchester
Author : Katalin Farkas
Publisher : Oxford University Press
Page : 226 pages
File Size : 49,6 Mb
Release : 2008-08-14
Category : Philosophy
ISBN : 9780199230327
In contrast, this book defends the minority internalist view, which holds that the mind is autonomous, and though it is obviously affected by the environment, this influence is merely contingent and does not delimit what is thinkable in principle."--BOOK JACKET.
Author : Fiona Gardner,Steven J. Coombs
Publisher : Routledge
Page : 169 pages
File Size : 52,5 Mb
Release : 2009-09-10
Category : Psychology
ISBN : 9781135198404
This book provides a guide to the research skills and critical thinking required to complete a research project for professional learning courses in counselling and psychotherapy.
Author : Hilary Kornblith
Publisher : Oxford University Press
Page : 128 pages
File Size : 40,6 Mb
Release : 2012-09-27
Category : Philosophy
ISBN : 9780191654916
Hilary Kornblith presents a new account of reflection, and its importance for knowledge, reasoning, freedom, and normativity. Philosophers have frequently extolled the value of reflective self-examination, and a wide range of philosophers, who differ on many other things, have argued that reflection can help to solve a number of significant philosophical problems. The importance of reflecting on one's beliefs and desires has been viewed as the key to solving problems about justification and knowledge; about reasoning; about the nature of freedom; and about the source of normativity. In each case, a problem is identified which reflective self-examination is thought to address. Kornblith argues that reflection cannot solve any of these problems. There is a common structure to these issues, and the problems which reflection is thought to resolve are ones which could not possibly be solved by reflecting on one's beliefs and desires. More than this, he suggests that the attempt to solve these problems by appealing to reflection saddles us with a mystical view of the powers of reflective self-examination. Recognition of this fact motivates a search for a demystified view of the nature of reflection. To this end, Kornblith offers a detailed examination of views about knowledge, reasoning, freedom, and normativity in order to better understand the motivations for extolling self-reflective examination. He explores both the logic of these views, and the psychological commitments they involve. In the final chapter, he offers a more realistic view of reflection, which draws on dual process approaches to cognition.
Author : Louis E. Loeb
Publisher : Oxford University Press
Page : 128 pages
File Size : 54,5 Mb
Release : 2010-09-15
Category : Philosophy
ISBN : 9780199709311
A unifying theme of Loeb's work is epistemological - that Descartes and Hume advance theories of knowledge that rely on a substantial 'naturalistic' component, adopting one or another member of a cluster of psychological properties of beliefs as the goal of inquiry and the standard for assessing belief-forming mechanisms. Thus Loeb shows a surprising affinity between the epistemologies of the two figures -- surprising because they are often thought of as polar opposites in this respect. Descartes and Hume are unique in that their philosophical texts are accessible beyond just a narrow audience in the history of philosophy; their ideas continue to be a vital part of the field at large. This volume will thus appeal to advanced students and scholars not just in the history of early modern philosophy but in epistemology and other core areas of the discipline.